Гуманитарные ведомости. Выпуск 1(33). 2020 г

Гуманитарные ведомости ТГПУ им. Л. Н. Толстого № 1 (33), июль 2020 г. 196 Fig. 2. Wilson M. Second Reader, 1860. Thus, rustic texts and pictures were the most important elements that served the pupils‘views moderators in the mid-nineteenth century’s textbooks. In the idea of rural values and interests just people ought to have interiorized we could see the herald of the verity of the everyday environment education and its aims the book promised to impart. But if we would like to say that all schoolbooks of that time were made in rustic dress it would not be true. Under the general ‘rural umbrella’ we could notice quite different mental landscapes in elementary school textbooks. Not few textbooks included urban images and texts.For a child who had just started school, the crucial images of spaces werethe child’s home, school, village but also a city. Offered to the children city imageshad got their didactic functions through the hierarchy of spaces and the spectrum of their roles and possibilities (depending on the city’s role in the social structure of the everyday life). The urban images started to serve sometimes as an intermediary between the pictures of the child’s immediate environment and those of the country. For example in the Friedrich Wilmsen’s Der deutsche Kinderfreund (1832), these were images of the ordinary context for this or that German region/state: “Mein Vaterland ist groß, es liegen viele Städte, Flekken und Dörfer darin… Die merkwürdigsten schwäbischen Städte sind folgende: Stuttgart, die Refidenz des Königs von Würtemberg, welchem ein Theil von Schwaben gehört; Karlsruhe, die Refidenz des Großherzogs